The third thing in medical education

Gaufberg, Elizabeth; Batalden, Maren

doi:10.1111/j.1743-498x.2007.00151.x

Cited by 27 publications

(22 citation statements)

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“…Our findings align with literature about these themes of art-based learning in health professions. Art-based learning in health professions has been used to generate an understanding of differing perspectives (Casey, 2009;Cassel, 1976;Fraser & al Sayah, 2011;Gaufberg & Batalden, 2007;MacDonnell & Macdonald, 2012;Naghshineh et al, 2008;Peloquin, 1996a). The ability to shift perspectives is a fundamental skill that underpins OT principles of client-centered services.…”

Section: Pre and Postmodule Survey Resultsmentioning

confidence: 99%

“…(Dewey, 1934(Dewey, /2005. Art-based methods have been described as safe ways to access and discuss complex emotions for medical students by putting the focus on "the third thing," the art object, rather than oneself (Gaufberg & Batalden, 2007). Quite possibly the use of art gave permission to pay attention to and consider aspects of human experience that are not language based.…”

Section: Pre and Postmodule Survey Resultsmentioning

confidence: 99%

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Art in Occupational Therapy Education: An Exploratory Mixed-Methods Study of an Arts-Based Module

Coppola¹,

Miao²,

Allmendinger³

et al. 2017

The Open Journal of Occupational Therapy

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Art-based learning experiences have demonstrated a range of benefits, including improved observation skills and perspective taking. This article describes the effects of an art-based module in an entry-level curriculum for occupational therapy (OT) students. An exploratory pilot study investigated the feasibility of a group-administered visual art-based module for 20 first-year OT graduate students. Outcomes were evaluated using a mixed-methods approach that combined pre-post quantitative results from survey questionnaires and qualitative reflective essays. Pre-and post-surveys revealed significant changes in the students' perception regarding the benefits of art in OT curricula. The students' reflective essays on their learning described art-based sessions as: (a) opportunities to practice perspective shifting, (b) tapping into emotion, (c) exemplars of the therapeutic encounter, (d) integrative and "out of the box," and (e) impacting student roles and the classroom environment. Findings support art-based pedagogies to complement coursework to build an understanding of clients, creative thinking, and valued learning experiences. Learning partnerships between occupational therapy faculty, art museum educators, and artists can offer fruitful interdisciplinary learning experiences.

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Section: Pre and Postmodule Survey Resultsmentioning

confidence: 99%

Section: Pre and Postmodule Survey Resultsmentioning

confidence: 99%

Art in Occupational Therapy Education: An Exploratory Mixed-Methods Study of an Arts-Based Module

Coppola¹,

Miao²,

Allmendinger³

et al. 2017

The Open Journal of Occupational Therapy

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“…Residents were asked to bring an object, which would act as a reflective trigger to stimulate group discussion about what it means to be ones best professional self. [ 6 ] Session 2, “teaching caring attitudes,” was designed to address the theme of difficult communication scenarios and explored a framework that can be used to respond to colleagues who are displaying uncaring attitudes at work through didactics and role-playing. Session 3, “integrating mindfulness,” addressed work-life balance and focused on outcomes of mindfulness in medical education as well as practical skills such as teaching attentive observation.…”

Section: Methodsmentioning

confidence: 99%

Developing a pilot curriculum to foster humanism among graduate medical trainees

Dotters‐Katz

Chuang

Weil³

et al. 2018

J Edu Health Promot

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BACKGROUND:Humanism is a central tenant of professionalism, a required competency for all residency programs. Yet, few residencies have formal curriculum for teaching this critical aspect of medicine. Instead, professionalism and humanism are often taught informally through role-modeling. With increased burnout, faculty professionalism may suffer and may compromise resident role-modeling. The objective of this study was to design a pilot curriculum to foster humanism in among residents and assess its ability to do so.MATERIALS AND METHODS:Two-phase exploratory sequential mixed methods study. Phase 1: a qualitative analysis of residents’ narratives regarding challenges to humanistic behavior, and identified themes of compassion, fatigue, communication challenges, and work-life balance. Themes used as needs assessment to build curriculum. Phase 2: three sessions with themes taken from faculty development course. Participants and controls completed baseline and 60-day follow-up questionnaires assessing burnout, compassion, satisfaction, and ability to practice psychological medicine. Phase one included Obstetrics/Gynecology and internal medicine residents. Phase two included residents from the above programs, who attended at least 2/3 interactive sessions designed to address the themes identified above.RESULTS:Twelve participants began and ten completed curriculum (83%). The curriculum met course objectives and was well-received (4.8/5). Burnout decreased (−3.1 vs. 2.5, P = 0.048). A trend toward improved compassion (4.4 vs.−0.6, P = 0.096) for participants compared to controls was noted.CONCLUSION:A pilot humanism curriculum for residents was well-received. Participants showed decreased burnout and trended to improved compassion scores. Development and evaluation of an expanded curriculum would further explore feasibility and effectiveness of the intervention.

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“…Reflection has long been recognised as an important strategy to promote high-quality, deep learning and improve practice, particularly for work that is complex in its nature, [13][14][15] as general practice is. The GPEP promotes reflective practice with its learning groups and GP teacher sessions.…”

Section: Original Scientific Paper Original Research: Educationmentioning

confidence: 99%

Vocational thresholds: developing expertise without certainty in general practice medicine

Vaughan¹

2016

J Prim Health Care

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IntroductIon: This paper argues that particular experiences in the workplace are more important than others and can lead to transformational learning. This may enable practitioners to cross 'vocational thresholds' to new ways of being.AIm: A notion of 'vocational thresholds' is developed, aiming to help build an understanding of the most powerful learning experiences of general practitioners (GPs). Vocational thresholds takes its cue from the idea of 'threshold concepts' -concepts that transform perspectives and integrate previously disconnected or hidden knowledge, sometimes in ways that are 'troublesome' to previously held beliefs.methods: The paper is based on a thematic analysis of 57 GPs' brief written accounts of a particularly powerful learning experience during their development. Accounts were provided in a conference session about an ongoing study of workplace-based structured learning arrangements in the fields of general practice medicine, engineering, and building.FIndIngs: Most GPs' accounts focused on development of dispositional attributes that moved them to a new understanding of themselves in relation to their work and patients. Just under two-thirds picked out informal and formal collegial relationships within purposeful learning arrangements as pivotal. A third picked out direct experiences with patients as shifting their perspective.conclusIon: The emergent idea of vocational thresholds is offered as a way to frame the most important learning experiences identified by GPs. It supports a focus in early and ongoing development beyond accumulating clinical expertise and skills (knowing and doing), to dispositional capability (being) -vital for practitioners negotiating inherent and daily uncertainty.

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The third thing in medical education

Cited by 27 publications

References 0 publications

Art in Occupational Therapy Education: An Exploratory Mixed-Methods Study of an Arts-Based Module

Art in Occupational Therapy Education: An Exploratory Mixed-Methods Study of an Arts-Based Module

Developing a pilot curriculum to foster humanism among graduate medical trainees

Vocational thresholds: developing expertise without certainty in general practice medicine

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